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Annual Sustainability Report 2012
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Acknowledgements
My thanks go out to those people on and off campus who continue to support and believe in us and the journey we are taking at Macquarie. Thank you to my supervisors for 2012, Professor Steven Schwartz (Vice-Chancellor till September), Professor Judyth Sachs (Deputy Vice-Chancellor and Provost) and Mr Jeff Stewart (Acting Chief Operating Officer from September). Your guidance and support has been invaluable. Thank you also to the various departments who provide the data required to complete the report: Finance, Human Resources ,Marketing, Property, and Research. Obviously it would be difficult to gauge our progress without you providing the necessary information. Lastly, thank you to the wonderful team I have: Belinda, Cindy, Iain, Sarah Jo, Hilary, John, Sally, Adrian and Samantha. You continue to maintain your enthusiasm and innovation to reach our goals and objectives. It truly is a pleasure to work with you.
ISBN 978-1-74138-388-1
© Macquarie University, 2012
Information contained in this publication may be copied or reproduced for study, research, information or educational purposes, subject to inclusion of an acknowledgment of the source.
Citation: Denby, L (2012) Macquarie University Annual Sustainability Report 2011, Macquarie University, Sydney
Document design: Belinda Bean
Photography: Iain Brew (unless where otherwise stated)
Online version: Available for download from www.mq.edu.au/sustainability.
Disclaimer: While reasonable efforts have been made to ensure that the contents of this publication are factually correct, Macquarie University does not accept responsibility for the completeness of the information.
Leanne DenbyDirector of Sustainability
3
As prior reports have noted, a number of progressive accomplishments have been made in the sustainability domain each year. 2012 has been no exception and I’m sure you will enjoy reading about the successes of Macquarie University over the last 12 months in this publication. However, whilst much has been achieved, there remains much to be accomplished.
I take this opportunity to thank all staff for their engagement in sustainability initiatives across the university and in their personal lives. I also urge your continued and thoughtful support at an individual, unit and organisational level for these important issues, which are so vital to the health of our university and the wider community.
I would particularly like to thank the staff of the Sustainability Office for their hard work and dedication through 2012.
I wish you well for 2013 and look forward to actively participating in a number of the sustainability initiatives, which have already been planned for this academic year.
All good wishes.
Professor S. Bruce Dowton
Vice-Chancellor
Message from the Vice - Chancellor
“Sustainability initiatives in large, complex organisations will only ever be as successful as to the degree in which there is alignment and personal commitment of all staff members from the leadership of the university, across academic and professional staff, to make the necessary goals become a reality on a daily basis.”
- Professor S. Bruce Dowton, Vice-Chancellor
In continuing the tradition of investment in, and accelerating our commitment to sustainability, I am pleased to endorse the 2012 Sustainability Report.
On beginning my term as Vice-Chancellor of Macquarie University, I was very pleased to find the level of activity in the sustainability domain, the expertise of the staff involved and the commitment across the entire organization.
4
P5A Year in
Perspective
P6A Focus On...
Learning & Teaching for
Sustainability
P7Vision
P8About Macquarie
UniWho are we
Where are we
Our focus
Our values
P9Our Statistics
P11Our Structure
P12Our Impacts
P13Our Approach to
Sustainability
P14Our Reporting
Framework
P16Challenges
and Opportunities
P40Key Issues
P40Focus for 2013
P41GRI Content
Index
PEOPLEONE
PLAnEtTWO
PARtICIPAtIOnTHREE
182432
Report Contents
People are the core of our institution
Operating to protect the natural environment
Active engagement with sustainability
55
Passion of the People
A Year in Perspective
5
2012 was an interesting year from the perspective of witnessing the passion and power of people to make a difference. It seems that communities are no longer willing to sit idly by while others make poor decisions on their behalf, nor will they accept appalling living conditions or tolerate injustice. The world wants equality, justice, and a decent environment in which to live.
The ongoing uprising and revolution in Arab and African countries, often referred to as the Arab Spring, is a good example of people power. Dissatisfied with the rule of local governments, citizens of 18 different countries protested to bring down dominant regimes – and it worked! Several prime ministers and governments have already resigned or announced their resignation as a direct result of the movement.
On the back of the political uprisings in the middle east, occupy movements also gained prominence around the world. Carrying slogans claiming “We are the 99%”, protestors occupied spaces dominated by bankers and economists, against social and economic inequity. The impact was astounding with movements occurring in over 95 cities across 82 countries. The movement had used social media to spread the message and campaign the masses to great effect.
Also benefitting from social media was Invisible Children’s Kony 2012 campaign, which attempted to bring
to light the injustice and inhumanity of Joseph Kony and his militants for crimes against children. Through film, the organisation was able to educate and raise awareness to the masses about what was happening in Africa. The video went viral in a matter of hours, and to date has been viewed over 120 million times, and led to the United States government sending troops into the zone. Another demonstration of the passion of the people and the d i f fe rence i n v o k i n g that passion can have.
Thanks to the power of social media, the masses are finding their voices and being heard now more than at any other point in history. Interestingly, the number of people receiving education, formally and/or informally is also growing. Knowledge is bringing understanding and realisation. Combined, social media and education are a force to be reckoned with, when in the hands of passionate people.
As institutions of higher learning, Universities have an obligation to allow the passion of its students to grow and be guided through critical thinking which challenges dominant paradigms. This kind of learning is integral in achieving sustainability, as it is only when we have the capacity to understand the necessity for change that change will occur.
Universities have such a wonderful capacity to build the knowledge, skillsets and resilience required to address our ever-changing world. Our students are the future decision makers and shapers of what the world will look like and how it will cope with growing natural disasters, climate change, social inequity and economic turmoil.
Macquarie University is embracing the opportunity to change current,
prominent and unsustainable paradigms through the way in which we carry ourselves. We continue to demonstrate best practice in our operations, wherever possible, ensuring we use resources efficiently and effectively to minimise our impact on the environment and society. We continue to provide guidance to our students and surrounding community through the type and quality of learning and teaching offered. Finally, we continue to transform society through cutting edge research which focuses on some of the most pressing issues of the times. Through each of these pathways, we do and will continue to, make a difference.
“Macquarie University is embracing the opportunity to change current prominent and unsustainable paradigms through the way in which we carry ourselves.”
- Leanne Denby, Director of Sustainability
Leanne DenbyDirector of Sustainability
Phot
o: B
rian
Sim
s
A Focus On…
In 2012 we commenced the Learning and Teaching for Sustainability project. This ambitious project aims to identify how sustainability is embedded into the curriculum from a content and pedagogical perspective. One of the biggest and most ever-lasting impacts we can have as a learning institution is to equip our students with the skillset and mindset to achieve their personal and professional goals and objectives. With the growing global challenges of the time, what better way to do this than ensure our students are sustainability savvy.
Phase one focussed on existing People and Planet units, through one–on-one conversations with unit conveners. The majority of the discussion utilised the framework (see below) developed by the project team, to enable a better understanding of what sustainability means relative to the curriculum.
The process was generally well received, with conveners being happy to have an indepth conversation about their units and how they relate to sustainability. Through the conversations, a number of concerns were identified, which are now being addressed, the most notable of which was a want for People and Planet conveners to have a platform for discussion amongst themselves. As such, Macquarie Sustainability will commence a Community of Practice in 2013. Primary objectives for 2012 beyond developing the framework and working with People and Planet unit conveners included creating a comprehensive website better detailing the framework, in conjunction with collecting resources that academics can use in their teachings, should they so choose.
Learning and Teaching for Sustainability
the framework is based on five key themes, each of which is accompanied by numerous sub-themes, which better details the intent of the theme. Underpinning the themes are the pedagogical approach, highlighting learning and teaching methodology, techniques and assessment beyond standard expectations; the need for values recognition and connection, given that often there is a disconnect between espoused and actioned values; the opportunity to build student skills and capacity to deal with an ever changing society and environment; all of which will enhance the student experience.
6
Vision for Sustainability
7
The vision for Macquarie as a sustainable university was developed as a result of extensive consultation with staff and students on campus. It consists of a simple statement supported by several clarifying intentions.
“Macquarie University is ecologically sound, socially just
and economically viable in all of its activities”
This means:
• As an institution we function as a sustainable community, embodying responsible consumption of energy, water, food, products and transport;
• We actively support sustainability in our local community and region;
• Macquarie students leave the University prepared to contribute as working citizens to an environmentally healthy and equitable society;
• Macquarie University has a reputation for being the place to learn, to work and to connect with the local and global community; and
• We actively seek to meet the changing social, environmental and economic conditions as part of the global effort to reduce the impact of climate change upon the environment.
We will reach this through embracing the following principles:
• Global social and community awareness;
• Staff, student and community participation;
• An inclusive campus community;
• Accepting shared responsibility;
• Demonstrating best practice and leadership;
• Open and transparent processes;
• Utilising the precautionary principle;
• Innovation and creativity; and
• A whole systems approach to change.
Our provides information on how we intend to reach our vision and embed the principles into our practices and procedures.
Elaeocarpus reticulatus (Blueberry Ash fruit) growing in our Bush tucker Garden. Photo by Brian Walters.
7Sustainability Policy.
Sustainability Strategy
The principles and values associated with our vision for sustainability at Macquarie University are reflected in our
Macquarie University is a higher education institution committed to providing excellence in learning and teaching, as well as high quality, relevant research to benefit society and the environment.
Who are we
Where are weMacquarie University is a large campus located in the rapidly expanding business and technology corridor of North Ryde, approximately 17km north-west of Sydney’s CBD, in the state of New South Wales, Australia. The University covers an area of 126 hectares of land, approximately 52% of which is open and/or bush land, making it an ideal place for learning and reflection.
About Macquarie University
Ethical
We are ethical. Ethical behaviour is paramount; our Ethics Framework Project aims to promote a collegial community and to foster a culture within the University that is responsible, respectful and reflective.
Enquiring
We pride ourselves on being enquiring, open to new ideas and new ways of thinking, and new ways of ensuring we create a sustainable institution.
Creative
We are creative in our response to opportunities and challenges.
Inclusive
We are inclusive. Inclusiveness is about making the system fairer and providing access to everyone who, regardless of their background, has potential to benefit from higher education.
Agile
We are agile. Agility is our willingness and our ability to be responsive, to listen and act, and not to be bound to traditional approaches where these are no longer relevant to the student of today.
Excellence
We are committed to excellence. This is the standard to which we aspire in everything we do. We are asked to offer our best, even when something less may be acceptable to others; and to always uphold the standards relevant to our discipline or practice.
These values are what Macquarie University stands for. We bring these values to life in everything we do.
Our focus
Our values
8
As an institute of higher education, Macquarie University has a responsibility to transform society. We have recognised this responsibility by developing a strategy for the long term that focuses on five key areas:
1. Research;2. Learning and Teaching;3. Social Inclusion;4. Business and Community Engagement; and5. Organisational Sustainability.
In pursuing these key areas, we are committed to undertaking corporate governance and making decisions in ways that are:
• Ethical and transparent;• Outcome focused, accountable and demonstrate quality;• Enquiring and creative;• Inclusive and respectful; and• Adaptive and agile.
At Macquarie University, our values determine how we behave toward our students, our staff and our community. We are:
These values are what Macquarie University stands for. We bring these values to life in everything we do.
Our Statistics
9
2012 FULL TIME EQUIVALENT LOADSStudents 28,500Staff 3,488Student to academic staff ratio 26:1
Equivalent Full Time Persons* 31,988*Please note that many of the indicators within the Planet section of this report use this EFTP figure for measurement
Breakdown2010 2011 2012
Domestic students 24,158 25,382 27,370 International students 12,794 12,539 11,377
Total 36,951 37,921 38,747 EFTSL3 (student loads) 26,343 27,084 28,500
3. Equivalent full-time student load (EFTSL)
STaFFFULL-TIMeeQUIVaLenCeS
2009 2010 2011 2012
Total academic 1120 1180 1241 1334Total non-academic 1245 1289 1423 1434Casual staff within totals 427 480 566 599
TOTAL FTE STAFF 2367 2468 2711 2768
STUdenTenroLMenTS2012
TYPE OF ATTENDANCE1
Full-time 26,548 Part-time 12,199
GENDER2
Female 21,636 Male 17,111
TOTAL 38,747
Male
Female
STUDENT POPULTATION BY GENDER
1. Source: preliminary calendar year data as at 1 January 2013. Individual figures may not add up to totals due to rounding. 2. Source: AMIS data preliminary as at 9 January 2013. Note: In this annual report a student with multiple enrolments will be counted only once in the course with the greatest EFTSL which is the methodology adopted by the government
Female 1,494 Male 1,274
Male
Female
U@MQ (trading as Campus Life) STAFFING NUMBERS
Full time continuing 126Full time fixed 12Part time continuing 14Part time fixed 2Casual 321
TOTAL FTE U@MQ STAFF 320OTHER SUPPORT STAFF FTE 400
WORKFORCE BY GENDER
StAFF FULL tIME EQUIVALEnCES - ACADEMIC CLASSIFICAtIOnS4
StAFF FULL tIME EQUIVALEnCES: nOn-ACADEMIC CLASSIFICAtIOnS
Our Statistics
Staff full time equivalences: 2009–2012
10
4. Full time and Fractional Full time staff are as at 31 March 2012 whilst Casual staff are as of 1 January 2011 – 31 December 2011. Casual staff includes sessional staff members.
0
50
100
150
200
250
300
350
400
Level A
Level B
Level C
Level D
Level E
Deputy Vice-C
hancello
r
Vice-C
hancello
r
Casual
Num
ber o
f em
ploy
ees
Employment level
2009
2010
2011
2012
0
50
100
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HEW Level 1
HEW Level 2
HEW Level 3
HEW Level 4
HEW Level 5
HEW Level 6
HEW Level 7
HEW Level 8
HEW Level 9
HEW Level
10
Above HEW Level
10
Casual
Num
ber o
f em
ploy
ees
Employment level
2009
2010
2011
2012
Our Structure
Accommodation ServicesArt GalleryCampus LifeCampus WellbeingCareer Development CentreCentre for Open EducationChancelloryEquity and DiversityFinancial ServicesGraduation UnitHigher Degree Research OfficeHuman ResourcesInformaticsLearning & Teaching CentreLibraryMacquarie Accessibility Services
Macquarie AnalyticsMacquarie Engineering & Technical ServicesMacquarie InternationalMacquarie SustainabilityMarketing UnitOffice of Institutional AdvancementParticipation and Community Engagement (PACE)PropertyRecords & Archives ServicesRegistrar’s OfficeResearch OfficeSenateSocial InclusionUniversity Counselling Services
Access Macquarie LimitedMacquarie Graduate School of ManagementMacquarie University Property Investment TrustSydney Institute of Business and Technology
Faculty of Business and Economics – consisting of 6 main departments, schools and centresFaculty of Human Sciences – consisting of 6 main departments, schools and institutesFaculty of Science– consisting of 11 main departments and schoolsFaculty of Arts – consisting of 11 main departments, schools and centres
Each of the areas listed here are located within the boundaries of the North Ryde campus.
11
Faculties
Administrative Departments
Affiliated Organisations
National Tertiary Education Union (NTEU)Community and Public Sector Union (CPSU)
Trade Unions
As we are not a company that produces goods in the traditional sense of the word, it could be assumed that our impacts are lower than other industries, and to some extent this is true. However, the size and population of our campus equates us to a small town. The predominant impact we have is through our resource use, that is, our energy and water consumption, our purchasing and disposal habits and the various transportation avenues utilised by staff and students. However, not all of our impacts should be considered in a negative way. We also impact on the staff, student and surrounding community through our learning and teaching, research and operational practices. In these areas that are essentially our core business, we have a positive impact that will benefit environment and society, through the knowledge we share, the partnerships we build and the efficient way we manage our campus. In other words, we can aim to ultimately have a net positive impact.
Our Impacts
Bi-annual Swap Parties are held on campus to keep items out of landfill.
12
Net Positive Impact
Macquarie University has a dedicated team of experts who are responsible for driving the change towards sustainability (Macquarie Sustainability). The Director of Sustainability heads the team and reports directly to the Vice-Chancellor. The team is supported in its quest by the Sustainability Representative Network (SRN) and the Student Sustainability Network (SSN). The SRN and SSN consist of staff and students, respectively, from across the campus, representing different departments and perspectives. Macquarie Sustainability has also established several partnerships to work closely with those departments who have primary responsibility for key areas (see Figure 1).
DVC / COO: Deputy Vice - Chancellor and Chief Operating OfficerLTC: Learning & Teaching Centre
PACE: Participation and Community EngagementPR: Public Relations
DVC / COOMacquarie Sustainability
Learning & Teaching
Planning & Development
Waste
Biodiversity
Water
Transport
Energy & Emissions
Procurement
Governance
Engagement
Communications
Sustainability Reporting
CampusExperience
Property
Human Resources
Fair Trade
HRDVC Students
Vice - Chancellor
Are
as o
f Foc
us
Financial Services
Provost
LTC / PACE
PR & Marketing
Marketing
Figure 1.
Our Approach to Sustainability
Governance
13
Our Reporting Framework
14
In 2012, Macquarie Sustainability acquired an online performance management and improvement system developed by the sector for the sector called the Learning in Future Environments or LiFE Index. This system will be used to inform the strategic direction for Macquarie Sustainability in relation to the University as a whole. It is based on ensuring that all aspects of core business are addressed, with a capacity to self analyse progress, manage data and delegate responsibility to appropriate people on campus. There are four priority areas, each of which is underpinned by frameworks indicating the strategic intent and focus.
Even though our general approach now follows four priority areas, we have maintained the reporting format from previous years, in that the report has been divided into three key domains of People, Planet and Participation. Apart from maintaining consistency from previous reports, the reasons behind choosing these themes are as follows:
Most of the previous year’s indicators have been brought forward and incorporated into this report. However, minor changes have been made as part of our review and evaluation process. Those indicators which have either disappeared or changed somewhat have done so because we found it was either too difficult to currently collect data and report against, or they were irrelevant. It has been noted throughout the document where data was unavailable or not recalculated in the course of the year to ensure transparency is maintained.
The look and layout of this report matches previous annual reports issued, as we believe continuing a similar layout and style will allow for better consistencies and comparisons to be made.
Our Reporting Framework
15
1. Creating consistency: The People, Planet, Participation themes are core to our curricula. It therefore made sense to use our learning and teaching focus to provide consistency across the campus.
2. Core responsibilities: People are core to the function and purpose of our University. Therefore to base some of our goals and objectives around ‘people’ fits well. Our immediate connection with the natural environment makes ‘planet’ an obvious choice. This is particularly true when considering the rising complexities associated with a high technology, borderless world where impacts cannot be considered as localised. The ‘participation’ of staff and students with each other, the wider community and sustainability is essential, and therefore also a logical choice.
3. The balance of sustainability: The core dimensions underpinning sustainability are considered to be the environment, society and the economy. These domains are often also referred to as planet, people and profit. The key to sustainability is finding the balance between these dimensions. Rather than focus on the profit component and how it fits into the balance, we have chosen to replace it with ‘participation’ whilst allowing for economic imperatives within the ‘people’ domain. Participation is after all, core to our undertakings.
15
Staff and students undertaking Cycle Skills training in 2012
15
16
Challenges and Opportunities
Undoubtedly every organisation deals with difficulties on the journey towards sustainability. While we admit that we also deal with frustrations and difficulties, we have taken the view that every challenge can also provide us with an opportunity.
1. Regular communication with the majority of staff and students continues to be a challenge for us, however through social media avenues such as Facebook and Twitter we have begun to better connect with our community. The Student Sustainability Network, along with our Sustainability Representative Network, have also increased our communication opportunities, with representatives from each disseminating information through their networks. Those who have subscribed to our newsletter also remain engaged with an open rate of 32% (MailChimp reports industry average to be 17.5%).
2. Active engagement with senior executives remains elusive. This gap is predominately due to them not understanding the role they could or should play in delivering sustainability within their portfolios, as well as an absence of presence in conversations at the senior level. With a new Vice-Chancellor commencing late 2012, there is opportunity to re-engage our senior leaders in this conversation.
3. The integration of learning and teaching for sustainability through an interdisciplinary approach still remains a challenge, though we have begun to actively engage with this. As part of our core business, we cannot claim to be truly sustainable without addressing how principles of and approaches to reaching sustainability fit within our curriculum. Our learning and teaching for sustainability project will hopefully provide a framework for progress in this area.
4. The current funding concerns for Macquarie and the sector more broadly have had some impact on our ability to carry out all expected actions to reach goals and objectives. Nonetheless, we worked as diligently as possible with money made available to us and other areas of campus to achieve more than reasonable results.
5. The University has an abundance of knowledge and skills within its student and staff base, whose expertise can be drawn upon to reach our goals and objectives. The Sustainability Representative Network and Student Sustainability Network attempt to capture this expertise through two-way communication and action process where staff representatives work with their colleagues on things that are of interest and importance to them, whilst student representatives undertake several actions to improve their capacity and skills to deliver sustainability within the broader community.
6. The term ‘sustainability’ still remains ambiguous with most people assuming it is only about the environment. The links with climate change only reinforce the misconception, and worse still, has the effect of turning some people away altogether due to climate change fatigue. We attempted to alleviate this through better communications through our various channels, and focusing on the social aspect of sustainability more concertedly.
7. Becoming a sustainable institution and therefore a model of best practice provides Macquarie with an opportunity to be a leader in this space. Organisations at a national and international level are striving to become examples of best practice, where globally others can learn from the work done. Achieving this will enhance Macquarie’s reputation as the place to learn.
1717
PEOPLEONEPeople Are the Core of Our Institution
Our staff and students are the backbone of our University. From senior leaders through to part time students, each and every one of our community is an integral component of our institution. Without them, we would not exist, nor would we be able to meet our stated goals and objectives. But we cannot presume that all of our community will happily engage in our vision, and support the changes we are trying to make to become a more sustainable institution. Therefore, we need to find ways and processes to make their involvement and engagement a regular part of their daily working lives. We also need to ensure we address staff and student well-being, as those who feel as though their needs are being met are more likely to feel comfortable in being involved in our journey.
Therefore, this section encompasses indicators that report against:
• Governance of the University
• Well-being and satisfaction of staff and students
• Allocation of financial assistance to students
• Financial expenditure on sustainability initiatives
• State of Fair Trade on campus.
The active support, participation and engagement of our staff and students is critical if we are to progress on our journey towards sustainability. We cannot reach our destination if the people on whom we trust to deliver our core business are not on the same journey.
Our Performance• Staff and student satisfaction has been a key objective for 2012, with many actions and systems being introduced to ensure this occurs. The Melbourne Cup function and staff family days are excellent examples of how Macquarie is going above and beyond to encourage a sense of belonging and community amongst staff, whilst the appointment of a new Deputy Vice-Chancellor looking specifically at student satisfaction and well-being indicates the seriousness with which we address student happiness and satisfaction. Throughout 2012, reviews of many processes took place to enhance the student experience, most of which led to many actions that will be undertaken in 2013. Student involvement in this process was extremely high, demonstrating our willingness to have students guide and direct what will work for them.
18
• Our commitment to Fair Trade was strengthened also, with our Fairtrade certified goods range growing, along with new contracts for retail food outlets including fair trade as a requirement for tenancy. To some degree we are still dictated by the availability of Fairtrade certified products as to what we can offer, but concerted efforts are being made to increase the range of choices.
Goals
1. Improved health and well-
being of staff and students
2. Embedded sustainability in
governance
3. Economic viability ensured
through diversified income
sources
4. The utilisation of existing
and future infrastructure is
maximised
5. Macquarie University
as a model sustainable
community
Objectives
• Provide staff and students
with appropriate support and
services to ensure the best
opportunity for optimum
physical and mental health
• Policies and procedures will
incorporate sustainability
• Committees and Groups will
address sustainability issues
• Sustainability will be
incorporated into key
performance indicators
• Keep tuition fees fair and
equitable and in line with
expectations
• Ensure investment seeks
to maintain ethical and
environmental standards
• Secure external funding
through appropriate grants
• Use space efficiently and
control infrastructure costs
• Build to ensure energy and
water efficiency
• Create a campus in which
people are proud of their
environment
• Meet ethical and
environmental standards of
practice
• Receive Fairtrade certification
19
Chefs demonstrating Fair trade cooking at Fair trade Fest, 2012
ECO
nO
MIC
AL
ON TRACK NEEDS IMPROVEMENT
NO CHANGE
THEMES INDICATORS CURRENT YEAR VALUES 2012 2014 TARGET PERFORMAnCE
GO
VERn
An
CE
Total number of policies in place from the list below:1. Sustainability Policy2. Energy management3. Water management4. Waste management5. Health and Safety6. Sustainable Purchasing 7. Hazardous Waste Management8. Sustainable Transport9. Community Engagement10. Ethically and Environmentally sound investment11. Sustainability in education12. Sustainability in research13. Equity and Diversity14. Wellbeing (fitness, safe work environment, spirituality, nutrition, alternative work arrangements)
15. Long-term campus land-use planning (principles of smart growth, protection of greenspace, design for efficiency, community engagement)16. University mission (broad commitment to sustainability)17. Strategic Plan18. Preferential purchase of Fair Trade goods 19. Conflict and dispute resolution (known as Grievance)
If a particular policy covers more than one of the issues listed above, all of the issues should be counted. For example, if there is a Resource Efficiency policy that addresses energy, water and waste, three points towards the total should be tallied.
84%YesYesYesYesYesYesYesYes (NB. Not a policy but a strategic plan)
NoNoYesYes (NB. Not a policy but a strategic plan)
Yes (NB. Not a policy but a strategic plan)
Yes and no (some of these areas are covered by separate policies e.g. flexible work arrangements)
Yes
YesYesYesYes
At least 75%
Percent of policies (listed above) with active working groups, committees and/or advisory groups
60% (NB. This is a decrease on previous years as some areas no longer have ACTIVE committees, and instead have committees that are raised as required.)
At least 50%
Percent of working groups, committees and/or advisory groups with more than 5 different stakeholder/interest groups including at least 1 student
100% At least 50%
Total number of departments with sustainability representatives and/or committees 52% At least 25%
Is there a FTE staff member who reports directly to the Senior Executives? Yes Yes
Total number of staff in the Sustainability Office 9 plus 1 dedicated staff member in Campus Experience
Not to be depleted
Percent of issues listed in Policy section above that annually set new objectives for implementation
100% of those with capacity for target setting (NB. Some areas set new objectives on a biennial basis).
At least 75%
Percent of issues listed in Policy section above that are required to provide a report on progress to the University and surrounding community
85% At least 75%
Percent of issues listed in Policy section above that have data collection and management systems in place
25% At least 75%
PEOPLEONEPEOPLEONE
20
Staff Sustainability Representative network workshop, 2012.
FAIR
TRA
DE Total number of administrative units (e.g. departments, faculties) using Fair Trade certified
coffee/tea for University hosted meetings80% of catered meetings. Unable to provide details of informal, not catered meetings
80%
Fair Trade items stocked in retail outlets in cases where a Fair Trade alternative is available 100% 50% of all possible stocks lines
Fair Trade Coffee, Tea and Hot Chocolate sold in all U@MQ operated Food & Beverage Outlets on campus
100% 100%
Fair Trade certification Achieved Achieved
Staff and students taste testing Fair trade tea at Fair trade Fest, 2012.
THEMES INDICATORS CURRENT YEAR VALUES 2012 2014 TARGET PERFORMAnCE
ECO
NO
MIC
AL
Total number of scholarships offered to undergraduate students (Macquarie funded) 396 # of 13% from 2011
Allocation of scholarships 100%
Total number of HDR scholarships (Macquarie funded) 695
Allocation of HDR scholarships 100%
Average Macquarie University fees (including tuition, rec, student fees etc) calculated by totalling all fees for all departments and dividing by the total number of FTE students
$24,468 per program No target set
Income from student fees 42% No target set
Income from government 47% No target set
Income from fundraising (Comprises donations and bequests, and scholarships and prizes)
0.3% of total income No target set
Capital which is ethically and environmentally responsibly invested Negligible focus on environmentally sound investment, though all investments strive to be ethically sound.
At least 50% of all investments
More information on our
investments can be found in the
2012 Annual Report
21
PEOPLEONETHEMES INDICATORS
CURRENT YEAR VALUES
20122014 TARGET PERFORMAnCE
HU
MA
N R
ESO
URC
ES
Total workforce by employment type and employment contract Full-time / part-time 2145Casual 566
No target set Number of full-time / part-time employees has increased
by 7.9%,, while the number of casual staff has increased
by 17.9%
Employee turnover rate 14.52% No target set
Total number of EFTP participating in one or more on-campus recreation programs (NB. Avoid double counting)
35% 50%
Total number of shops/outlets selling organic products 100% At least 80%
Total number of food outlets catering for vegetarian and/or kosher and/or halal and/or diabetic and/or gluten free diets
100% for vegetarian5% Kosher certified5% Halal certified100% have gluten free options
No target set
Total number of seminars/talks/programs regarding healthy lifestyle offered 71 Target yet to be set
Total area allocated as smoking space <2% - The campus became smoke-free in 2011, with a handful of designated smoking zones.
10% or less
Percentage of open space which is considered ‘usable’ i.e. available for student and staff to utilise for work or breaks in most weather conditions
12% 20%
Total hectares of greenspace accessible within 1 km of campus (both on and off campus)
72 ha 3 ha per 1000 EFTP (78 ha in acc. with EFTP numbers)
Total number of PD courses with sustainability content included (incorporating health and safety; resource use and efficiency; environmental and social considerations)
Review taking place - unable to respond accurately
At least 75%
Total number of new staff receiving induction training which includes information on sustainability values
100% At least 90%
Total number of new students receiving orientation training which includes information on sustainability values
35% At least 75%
Percentage of employees receiving regular performance and career development reviews.
87%100% of U@MQ staff
At least 90%
Total number of senior executives with sustainability as a KPI 25% 100%
Total number of Deans, Heads of Department/Schools with sustainability as a KPI
1% 100%
Total number of professional staff with sustainability as a KPI 2%100% of Campus Life managers
At least 25%
Total number of student appropriate positions held by students (Campus Experience specific)
<50% At least 50%
22
ONE
0
10
20
30
40
50
60
70
80
2009 2010 2011 2012
Macquarie's growing commitment to healthy lifestylesyles
Total number of seminars/talks/programs regarding healthy lifestyle
Online Ask MQ service
A Focus On... Student Processes
To better meet student needs, Macquarie integrated five differing receptions (i.e., Dean of Students, Macquarie International Student Services, Counselling, Welfare, Disability) into one reception called Campus Well-being, which provides issue-based triage and instant referral and in at risk cases immediate access to support. This coupled with the 24/7 support line has increased our holistic understanding of student needs and case management.
Into the Future
Key focus for the immediate future:
• Sustainability presentations to all new employees each week as part of induction processes
• Coordinate with the Deputy Registrar’s office to embed sustainability into recruitment and enrolment processes.
• Bring the sustainability agenda into senior executives portfolios, ideally through specific KPIs
• Involvement in the strategy review process for the University.
2323
PLAnEtTWOOperating to Protect the Natural Environment
Our Performance
Our ability to improve in resource efficiency continues to grow. While our overall diversion from landfill figures are not as impressive in comparison to 2011, the amount of waste produced has dropped, indicating that our on campus practices regarding disposal of goods is improving. Total and per person water usage has also decreased on last year’s figures, though our ability to meter and monitor on a per building basis still needs attention, as does our stormwater drain management. More staff are taking advantage of the travel loan scheme, yet interestingly, our total number of users on public transport has decreased. The number of local provenance plantings has greatly increased, with an obvious effect on the physical landscape.
Given the size of the campus, and the number of people utilising it on a daily basis, it is no surprise that we consume many resources and have an impact upon the environment. In recognising this fact, we have taken steps to improve our efficiencies, and encourage our staff and students to be diligent in the way they use resources. By constantly reviewing our usage rates, and processes in place, we continue to identify our main areas of impact and address how we can minimise our footprint across our activities.
This section encompasses indicators that report actions associated with:
• Water and energy use
• Waste produced and diverted from landfill
• Greenhouse gas emissions
• Transport patterns and diversions from single passenger vehicle use
• Goods we purchase
• Development of new buildings
• Protecting and enhancing our biodiversity.
Undoubtedly we have some impact upon the natural environment, but we endeavour to minimise this at all times within how we operate our campus.
TWO
24 Sydney Turpentine Ironbark Forest
Goals
1. Enhancement and
protection of biodiversity
2. Reduced waste and
pollutant emissions
3. Efficient use of resources
Objectives
• Ensure hazardous materials
are used only when absolutely
necessary
• Ensure all decisions, and
in particular development,
minimises impact to
biodiversity
• Ensure the community
understands the value of a
healthy ecosystem
• Connect learning with
practical experience in
assisting to maintain and
improve biodiversity on
campus
• Reduce air pollution and in
particular, greenhouse gas
emissions
• Reduce waste to landfill and
improve waste processes
• Improve stormwater quality
• Reduce reliance on
single passenger vehicle
transportation
• Increase energy efficiency
and supply from renewable
resources
• Decrease volume of water
wasted across campus
• Decrease per capita potable
water consumption
25
Acacia Parramattensis found in M
acquarie’s Sydney turpentine Ironbark Forest. Photo by Samantha n
ewton.
PLAnEtTWO ON TRACK
NEEDS IMPROVEMENT
NO CHANGE
THEMES INDICATORSCURRENT YEAR VALUES
20122014 TARGET PERFORMAnCE
WAT
ER
Total water consumption per year (main source) 212,300 kL - 9% reduction from 2011 Reduced by 40%
Total consumption per year per EFTP 6.79 kL - 13% reduction from 2011
Main campus 182,691 kL
Main campus per EFTP 6.13kL
Sporting facilities 64,931.63 kL
Percentage and total volume of water recycled or reused No target set as yet
Stormwater contaminant separation/ collection - contaminant collection system should, at a minimum, remove oil and gas and large debris
19% At least 70% of all areas
Leaking fixtures - No. of hours between each leaking fixture incident report and the time that the leak is repaired
Less than 2 working days 2 working days or less
Total number of buildings on campus that have a water meter for that building’s use 56% 100%
Total no. of buildings that have on-line monitoring capacity 31% 100%
26
PRO
CURE
MEN
T Total amount of paper (of all types) purchased by all departments 49,537 reams - 11% increase from 2011. An additional 5,680 reams of coloured stock were ordered by Printery.
Reduce by 40%
Percentage of post-consumer content/recycled/FSC certified paper purchased by departments
100% 100%
Local goods production - ‘local’ means within a 600km radius of the campus U@MQ estimate 60% At least 25%
Percentage of equipment purchased with maximum efficiency ratings for water and energy or composing of recycled content
U@MQ estimate >75% (part of their standard procurement policy)
At least 90%
Total percent of Macquarie University merchandise purchased which is Fairtrade / environmentally /socially sound declared produce
46% At least 45%
TWO
0
50,000
100,000
150,000
200,000
250,000
300,000
350,000
2008 2009 2010 2011 2012 2013
Macquarie reduces water consumption
Total campus water consumption, kL
27
THEMES INDICATORS CURRENT YEAR VALUES 2012 2014 TARGET PERFORMAnCE
ENER
GY
& EM
ISSI
ON
S
Total energy consumption per year (Gj) 186,366 - 14% reduction from 2011 No target to be set
Total energy consumption per year per EFTP (Gj) 5.8 - 20% reduction from 2011 Reduce by 15%/ EFTP
Total percent of energy consumed from vehicle fleet and grounds vehicles from renewable sources
0% At least 35%
Percent of energy generated on site. N.B. this figure includes a 21kW solar array and a 1.5MW co-generation plant.
1.85% - much lower than in previous years as the co-gen plant is producing much less. As building C7A was empty in 2012, one generator was switched off for the entire period and the other was only operated for a small percentage of the time.
20 - 30%
Total energy consumption per square metre (kJ) - based on usable floor space 0.86 Reduce by 10% per sqm
Total Scope 1 and 2 GHG emissions (tonnes CO2 e) produced per year 34,406 38% actual reduction by 2030 (based on on-site initiatives)
Total GHG emissions (tonnes CO2 e) produced per year for campus operations per EFTP 1.08 - 22% reduction from 2011 Reduce by 30% per EFTP
Total number of buildings on campus that have metering and monitoring capacity 55% At least 60%
Total number of air conditioning systems set to broader more season comparable temperature range
Buildings with centralised systems currently using modified set points are: C3C, C5C, E3B, E4A&B, E6A, E12A, W5A Class Rooms (cooling), W6B, W6D, X5B, Y3A. There are multiple air-conditioning units across campus where temperature is controlled locally. Figures for the number of these are not available.
100%
Staff and students testing their energy knowledge at a Climate Works workshop. Green Steps students conducting sample waste audit.
The vast majority of data informing the energy submission has been collected and stored using CarbonSystems enterprise software. Energy consumption data (gas and electricity) has been sourced from utility bills, with the exception of power generated by the University’s tri-generation plant. This plant’s energy output is monitored by TCA meters, and the data extracted from the TCA software suite - Webgraphs. Emissions factors and estimations are those standard within the CarbonSystem tools, however, they have reconciled against the NGER 2012 technical guidelines.
PLAnEtTWOPL
AN
NIN
G &
D
EVEL
OPM
ENT Total area of campus taken up by buildings (excluding residential colleges) 87.048 m2 No more than 65%
Total number of buildings on campus 71
Total Gross Floor Area 217,417 m2
Total area of parking lot & impermeable surfaces (eg footpaths) 74,775 (parking areas only) No more than 65%
Total area of water sensitive pavement 4,047 m2
28
TWO ON TRACK
NEEDS IMPROVEMENT
NO CHANGE
THEMES INDICATORSCURRENT YEAR VALUES
20122014 TARGET PERFORMAnCE
WA
STE
Total amount of solid waste produced 1,457.976 tonnes - 6% reduction from 2011
Reduced by 30%
Total amount of hazardous waste produced per year 21,250 kg Reduced by 30%
Percentage of solid waste diverted from landfill 59% - 869,372.31kg diverted from landfill 60% of 2008 figures
Percentage of hazardous waste going to landfill per year 100% after treatment in accordance with EPA guidelines
Reduced by 40%
Percentage of solid waste diverted from landfill and recycled:
Organic waste diverted to composting 100%
Co-mingled to recycling 708.419 kg - 31% reduction from 2011
Paper and cardboard to recycling 135.829 kg - 18% reduction from 2011
Hazardous materials recycled Only hazardous material currently accepted for recycling is fluorescent globes of which 600kg was recycled
Furniture reused or recycled 756 pieces
Total items of e-waste recycled per year (with a view to eliminate e-waste altogether) 21,524 kg
Macquarie’s transport modal shifts: 2008 - 2012
Students
2008
2010
2012
The percentage of students and staff driving alone to campus has dropped by 8.2% and 12% respectively, whilst train use has increased by 11.5% and 10% for both groups between 2008 and 2012.
Staff
2008
2010
2012
PLA
NN
ING
&
DEV
ELO
PMEN
T Total area of campus taken up by buildings (excluding residential colleges) 87.048 m2 No more than 65%
Total number of buildings on campus 71
Total Gross Floor Area 217,417 m2
Total area of parking lot & impermeable surfaces (eg footpaths) 74,775 (parking areas only) No more than 65%
Total area of water sensitive pavement 4,047 m2
BIO
DIV
ERSI
TY
Total area of informal open space (excluding the sports fields and academic core areas) 45.8 ha N/A
Total area of open space secured by planning documents 29.8 ha
Total weight of inorganic fertilizers/ha of land
NB. In 2009 inorganic fertilisers have been supplemented with more organic solutions such as worm castings and soil bacteria
20.1 kg/ha (total usage 1000 kg per annum applied within a concentrated area of around 0.7 ha)
Reduce use of inorganic substances by 40%
Total vol. of treatment (e.g.pesticides, herbicides, fertilisers) used (ltrs)/ha of land 0.98 lt/ha Reduce by 40%
Total no. of local provenance installed in informal open spaces (excluding turf replacement)
Approx 39,700 plants All plants being planted will be local provenance
Total area of healthy remnant bushland Approx 4.75 ha of 8.5ha: 56% At least 75% of all remnant bushland area will be healthy
Total area (ha) of remnant bushland protected for the long-term by policy, covenant, or other non-alterable protection strategy
No formal protection - 7.2 ha under informal measures: 86%
100%
Total number of native species known to be utilising natural areas for habitat 52 Stable or increased
Total number of known species utilising natural areas for habitat that are listed on a threatened species schedule
2 - Flying Foxes and Epacris purpurascens
Total area (ha) of modified open space restored to natural landscape 1.28 ha - 32% towards 2014 target At least 8%
Total area (ha) with management procedures in place to ensure integrity Approx. 5.8ha - 69% of campus 100%
THEMES INDICATORSCURRENT YEAR VALUES
20122014 TARGET PERFORMAnCE
TRA
NSP
ORT
Amount of interest free loans offered to staff to purchase public transport tickets $126,102.73 - 9% increase from 2011
Total number of EFTP who primarily walk to/from campus 9% Increase to 15%
Total number of EFTP who primarily cycle to/from campus 2.2% Increase to 5%
Total number of EFTP primarily travelling by bus to/from campus 13.2% Increase to 25%
Total number of EFTP primarily travelling by train to/from campus 22.3% Increase to 35%
Total number of EFTP primarily travelling by motorcycle to/from campus 1.3% Maintain / increase to 1%
Total number of EFTP primarily travelling alone in a car to/from campus 44.7% Reduce to 30%
Total number of EFTP primarily travelling with passengers to/from campus 7.4% Increase to 10%
29
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
2008 2009 2010 2011 2012
Total number of local provenance planted in informal open spaces
Building energy management screens
PLAnEtTWOHighlights
30
Energy and Emissions
• Collecting online data for our energy use and consequent greenhouse gas emissions has gone through a full re-design, enabling our most accurate snapshot for the National Greenhouse & Energy Reporting scheme achieved to date. This online system has been expanded to include data on resource consumption per square metre and per capita on campus. The process and reporting has been provided limited assurance by Deliotte.
Building Energy Use and Energy Targets
• During 2012 building audits were undertaken on the Science Faculty Buildings, over $300K worth of savings were identified from operational savings alone, with $120K of annualised savings implemented. Building benchmarks and targets were set for all buildings on Campus. Energy Dashboards were created to visualise our energy use and targets.
Furniture Re-Use Store
• In 2012, we re-used 447 items of furniture including desks, noticeboards, cabinets, bookshelves, drawers and lockers. Over 200 of these items were desks and tables. In addition, we re-used almost 300 chairs including typist chairs, meeting room chairs, lounge suites and stools. Other items re-used through the store include fans, footrests and even fake plants!
• In early December, Macquarie University working with City of Ryde fitted out the Ivanhoe Estate Community Room with items from the Furniture Re-Use store. The Ivanhoe Social Housing Estate in North Ryde provides community sector housing in our area. Items donated by Macquarie University to furnish the room included tables, chairs, noticeboards, cabinets and shelves.
Online dashboard for campus energy monitoring
Bushcare@MQ group in Ecology ReserveStaff member Sally northover in our Furniture Recycling store
30
TWO
One PlanetMacquarie University has set up an ecological footprint tool for Campus. The calculator will be used to:
• do detailed ecological footprint assessments throughout the building development trajectory of feasibility, concept design, detailed design and as built
• to set a Campus planet target and capture all non-capital expenditure
• to model the Masterplan to see how the growth is impacting the overall footprint and use it to guide design decisions
By introducing this tool into our refurbishment and new build processes, we endeavor to ensure we build the right buildings for the required purpose, whilst minimizing our build and operational impact long term.
Our first detailed report for the campus has produced an interesting result. Based on 2011 data, it seems we are tracking at 1.3 planets per person as our overall campus footprint. Broken down into different values, 1.3 planets looks like this:
Footprint Aspect Gha absolute Gm2/EFtBiological capacity 139.9 45.8
Energy 14,535 4,754.3Water 72.7 23.8Buildings 14,442.9 4,724.2Non-building items 8,885 2,906.2Operational items 26,588.7 8,697.1Transport 8,037.1 2,628.9
ABSOLUTE FOOTPRINT 72,701.3PLANET FOOTPRINT 1.3 per person
31
Biodiversity• The first major on-ground project of the Mars Creek
Environmental Plan (landscape and storm water) was commissioned in October 2012. Approximately 200 metres of primary creek rehabilitation works were completed by year’s end, with more to be done into early 2013.
• As in each of the past three years, weeds of local environmental concern were reduced in extent across the Campus through strategic removal and bush regeneration program. Liaison with teaching and learning programs increased in reach during 2012, with field work and class practicals conducted in a number of Sustainability project sites on Campus in the Mars Creek catchment Student project induction in the Mars Creek catchment
Key focus for the immediate future:
• Further implementation of the Eco-footprint tool including a more detailed breakdown of our impact• Development of benchmarks and targets for Indoor Environmental Quality• Ongoing Energy Efficiency Management (stage 2 Energy and Efficiency Optimisation Plan)
Spotlight
!
Into the future
!
!
Understanding the breakdown of out impact means we can effectively work on the areas of most value to achieve our One Planet goal.
Macquarie currently uses 1.3 planets:
PARtICIPAtIOn
The active participation of staff, students and broader community members in sustainability is absolutely crucial to achieving a more balanced and equitable society, within an enhanced and respected environment.Participation can occur in many ways: passively through passing on information sent to you; or more actively by looking at ways to achieve sustainability goals and objectives. In either case, it is important to understand that staff and students will participate in different ways and with varying levels of enthusiasm. This is not an issue per se, so long as people are actively involved in the sustainability journey. From the University’s perspective, the more active the participation, the more likely we will become a model of best practice for others to emulate. Achieving this is no easy ask. In general people do care about the environment and society but feel as though it’s either not their problem, or they are unable to undertsand how they can make a difference. Providing the community with tangible and simple education and participation activities is one way in which we try to reach our goals.
THREE
32
Active Engagement with Sustainability
THREE
This section will address issues relating to:
• Engagement through learning and teaching;
• Communications with staff, students and the wider community; and
• Events held on campus.
Our Performance
It is difficult to capture the impact of partnerships, learning and engagement, hence there are fewer indicators in this section. This does by no mean indicate that this section is given less focus or attention. If anything it is quite the opposite. Macquarie Sustainability spends a good deal of its time trying to actively engage with its community. In 2012 this was achieved in several ways, though most predominately through the commencement of the Learning and Teaching for Sustainability project.
Student Life supporting Ride to Uni Day, 2012
33
Goals
1. Increased understanding and
awareness of sustainability
throughout the University
community
2. Engaged local and global citizens
3. Increased staff and student
communications and participation
4. Increased participation with the
local and global community
5. Foster an inclusive campus
community
• Strengthen staff and student awareness and understanding of sustainability and global citizenship through learning, research and community service
• Staff and students will:
• have an understanding of the connectivity between local and global issues and the need to work collectively as well as individually
• ensure ethical practice in relation to social, environmental and economic responsibility
• display a willingness to contribute to creating a wiser and better society
• have an awareness of social disadvantage and social justice issues
• have knowledge of, and openness to, other cultures and perspectives
• Utilise various media and methods of communication
• Encourage and reward participation in actions and initiatives
• Connect with the greater community to promote sustainability and global citizenship through outreach programs, partnerships and collaborations.
• Ensure that all staff and students, regardless of religion, gender, sexual orientation, socio-economic background, age, disability or ethnicity feel as though they are a part of the University and the local community
PARtICIPAtIOnTHREE
34
THREECommunication and Feedback
STAKEHOLDER IMPACT ON OUR SUSTAINABILITY PERFORMANCEStaff Our staff are key to us being able to achieve our goals and objectives. Through their actions and decisions we can
either progress to being more sustainable, maintain current status, or even regress. From our conversations with staff, they are keen for us to progress, so we will continue to work with them to ensure we make the journey enjoyable and as simple as possible.
Current and future students
Students are our future leaders, policy makers and professionals. It is therefore imperative that we engage them through our learning and teaching, and through demonstrating best practice, so that they are appropriately equipped to deal with the challenges before them. An overwhelming number of our students believe that the Macquarie environment is one of the most important features, and reasons for studying here.
Contractors and suppliers
By not acknowledging or understanding our sustainability goals, the contractors and suppliers who work with us can have a negative impact through their activities. As such, we actively engage with our larger suppliers (e.g. OfficeMax our stationery supplier) and contractors (through induction and tender processes) to ensure that we work together for sustainable outcomes.
Macquarie Park and the surrounding community
We recognise that we are part of a larger community, and therefore have an obligation to consult and engage with those around us outside our campus. To this end we have good relationships with the local business community, establishing research and working partnerships where possible. We also invite our local community to our campus for events such as seminars, forums and open days. We are also an active member of the Macquarie Park Sustainability Committee.
Local and state government
We work closely with our local council of Ryde to ensure that we work together to create positive changes in our community. We have also taken part in the state government Sustainability Advantage program to build good relationships at the state level.
Local schools We have an active schools program as part of our commitment to building relationships with our local schools. We open the door for schools to use our facilities and programs for the benefit of student learning and experience.
Lane Cove National Park
As a direct neighbour of the Lane Cove National Park, we are very aware of our stewardship role in maintaining the integrity of Mars Creek (which flows through to the Park) and the biodiversity corridors for the benefit of native fauna. We have a good working relationship with the National Park, which we will continue to develop and enhance.
The most effective form of engagement for Macquarie Sustainability is through face-to-face communications and utilisation of online media technologies such as Facebook and Twitter. These mediums are complimented by our quarterly newsletter, Vitality, as well as regular features in Staff News and Grapeshot (the student magazine). Furthermore, our Sustainability Representative Network and Student Sustainability Network receive regular e-newsletters which keep them up to date with what Macquarie Sustainability is doing, as well as what is happening within the networks themselves.
A great deal of our time is spent in face-to-face communications such as meetings, presentations and informal discussions. These communications provide our staff and students with opportunities for two-way communication, a vital tool in negotiating our way forward. The sustainability website also provides opportunity for feedback from our community. The Sustainability team are easily contacted through a dedicated email, which we include on all communications and presentations, as well as a feedback page nested in our website.
Who are our key stakeholders?
ISSUE RESPONSEOvergrowth of weeds on land owned by the University not situated on campus
The Biodiversity Planner was contacted, in conjunction with the Bushcare@MQ coordinator, to develop a plan for better management of the area
Request to remove security personnel from controlling the flow of pedestrian traffic in a highly utilised area.
The security staff were placed in the area as a matter of public safety due to the high risk of accidents due to driver frustration. Staff would remain there as controllers during peak times.
Establish a campaign for international students to receive half price transport tickets.
Macquarie Sustainability, and in fact our Vice-Chancellor, have been proactive in supporting cheaper fares for international students.
Eliminate paper notices by providing an online trading post free for students
Macquarie Sustainability supports this idea and made attempts to get this up and running.
Amount of paper wastage in one of the departments
As the person raising the issue was a student, we encouraged them to go directly to the department with suggestions on how to reduce paper wastage. It would have more impact coming from a student, and show a proactive capacity.
Lights left on in a currently unused building
Generally the lights are always off, so it is possible that the building was occupied at that particular time.
Computers being left on in two labs Staff member was advised to contact the department to advise of the issue, whilst we also passed the information onto the Faculty General Manager to question the actions being taken to resolve computers being left on unnecessarily when not in use.
Halogen globes in one of the meeting rooms
The message was passed onto the person responsible for the building, who replied they were looking into several initiatives regarding energy efficiency.
The large digital screen in the courtyard being left on after hours
Altered management arrangements for the big screen saw a reduction in the number of hours it was left on.
Impact of increased use of computers instead of printing
A valid question with no easy answer as it depends on the type, frequency/amount, source etc for each to determine which is the better solution.
Purchase of green electricity Macquarie used to purchase 6% Gold Power, but instead chose to use that money to invest in energy savings projects on site.
Recycling cardboard boxes Through the paper and cardboard recycling scheme in place.
Battery recycling depots Located in the Spot
Installation of chilled water bubblers on campus
The request was forwarded through to the Director, Property, who has responsibility for these kind of decisions
Italian mineral water being supplied at meetings, whereas a local alternative would be better
Agreed and sent through to the appropriate contact in catering
Consultation and communication with our community is one of our greatest, yet most difficult tasks. The table below highlights some of the key issues raised during stakeholder engagement and the way in which Macquarie Sustainability responded to these issues. This table only lists issues raised, though it should be noted that we received positive feedback and comments as well. In all, the number of issues being raised continues to decline, which hopefully means our community feels we are acting appropriately.
Key issues raised during stakeholder engagement
35
ON TRACK NEEDS IMPROVEMENT
NO CHANGE
THEMES INDICATORS CURRENT YEAR VALUES 2012 2014 TARGET PERFORMAnCE
KNO
WLE
DG
E
Total number of programs that have sustainability as a component within its units 21% At least 75%
In 2012 was Education for Sustainability built into curriculum planning? It is a part of the Learning and Teaching Plan and a part of the graduate capabilities framework
Was there a committee/staff member responsible for embedding Education for Sustainability (EFS)?
Yes. A project team was brought together to deliver phase one of the Learning and Teaching for Sustainability project
Is there any kind of research or teaching that focuses on sustainability as a primary area?
Climate Futures is a research centre with internationally renowned experts such as Lesley Hughes, Anne Henderson-Sellars and Tim Flannery. We also have the Graduate School of the Environment that delivers postgraduate learning about sustainability.
INTE
RNA
L CO
MM
UN
ITY Total number of staff who feel a strong sense of belonging, attachment to and
engagement with the campus (using YourSay survey results)72% At least 85%
Total number of students who feel a strong sense of belonging, attachment to and engagement with the campus (using student satisfaction survey results)
Unable to respond as yet At least 85%
Total number of schools utilising the campus grounds 74 schools #
Total number of other visitors utilising the campus grounds Over 14,000 #
EVEN
TS
The number of events on campus that involve student assistance to coordinate, plan, or be involved in some capacity
40% At least 65%
The number of events which follow Green Event protocols 68% At least 70%
36
THREE
36
PARtICIPAtIOn
Revenue Services staff share a team lunch for DSC 2012 Ancient History staff grow seedlings for our local community garden
36
THREE
37
SPOTLIGHT
41 departments took part in the fourth Department Sustainability Challenge (DSC). The Challenge was divided into six categories: food; transport; wellbeing; volunteering; energy and emissions; and a bonus category. Each action in the categories accrued a number of stars. Once departments reached certain levels according to the attainment of stars, prizes such as Fair Trade coffee, Oxfam hampers, animal sponsorships and native Australian plants were received. With our departments scoring a total of 1435 stars (almost double what was achieved in 2010), participants have shown the changes towards sustainability that can be made with just a little effort. The 2012 winners were:
“Absolutely brilliant when trying to farm out challenge activities to colleagues for ideas, leadership, or simply nutting out the best way to do something. The food activities were great for social mixing!”
Anonymous feedback from staff37
Risk Frontiers staff knit blankets for the “Wrapped with Love” humanitarian project as part of the 2012 DSC.
• Highly Commended: Vice-Chancellors Office• Highly Commended: Campus Experience Retail• Highly Commended: Office of Financial Services - Revenue Services• Winning Office: Centre for Open Education
• Highly Commended: Ancient History• Winning Department (FoA): Administration Office• Winning Department (FoHS): Administration Office• Winning Department (FoS): Risk Frontiers• Winning Department (FBE): Marketing & Management• Winning Faculty: Arts
Faculties
Professionals
100% of surveyed Department Sustainability Challenge co-ordinators found the DSC fun, and a good opportunity to engage with their team members around sustainability:
PARtICIPAtIOnTHREEHighlights
38
Learning & teaching for Sustainability framework
Influencing Stakeholders workshop for SRn members
Samantha newton, Arboretum Co-ordinator in the Indian Spice Garden
THREE
Knowledge
• As discussed in the feature piece early on in the report, the Learning and Teaching for Sustainability project commenced in 2012 with great success in its aim to focus on People and Planet units. The outcomes from the project included a framework for sustainability in the curriculum, recommendations for a Community of Practice for People and Planet conveners, as well as a comprehensive website with resources for staff and students, further explaining the framework. Aside from this there were a number of events held on campus.
• Two new training modules on ‘Effective Communication Techniques’ and ‘Influencing Stakeholders’ were developed and delivered in conjunction with HR’s Organisational Change team. The aim of the modules was to better equip volunteer staff in their role as Sustainability Representative Network (SRN) members, an important role established on campus three years ago.
Events
• School outreach programs also maintained prominence with sustainability enrichment activities organized for school students visiting campus in conjunction with the University’s LEAP team. The school outreach days were successful in engaging with students and providing an enrichment experience using the campus as a living laboratory.
• The Arboretum continued to attract crowds with 15 tours conducted throughout 2012, including school, corporate and community groups. Staff and students also joined in with dedicated walks for departments on campus. Furthermore, the Arboretum continued to expand with the completion of the Indian Spice Garden in the W6A, a collaborative project with the Faculty of Arts. Interpretive signs were also installed in the Bush Tucker Garden, the Indian Spice Garden, and by the lake, with 80 individual plant labels installed across campus.
The key focus in the immediate future:• Build the relationship with our Research Park, inviting representatives from the companies there to join the Sustainability
Representative Network.• Develop opportunities for the campus to be a living laboratory• Engage and educate our community through multiple platforms such as digital signage, events, Arboretum walks and the School
Outreach Program• Increase the number of staff involved in the Sustainability Representative Network
• Commence Phase 2 of the Learning and Teaching for Sustainability project.
Into the future
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Internal Community
• Now in its fourth year, the Department Sustainability Challenge was run in the latter half of the year. The Challenge encourages departments to undertake actions in key areas such as participation, energy, waste, governance and transport. A total of 41 departments took part in 2012, with the Centre for Open Education taking out top spot for Professional Offices and the Faculty of Arts winning the Faculty prize. The overall score total of 1,435 stars - the highest yet for the challenge - achieved almost double what was initially achieved through the first competition in 2009. Over 150 pairs of shoes were sent to developing countries through the Shoes for Planet Earth drive, more than 470 items were kept from landfill through the Swap Party, and over $2,000 was raised by staff and students during RSPCA cupcake day.
• The Student Sustainability Network (SSN) entered its first full year in 2012, expanding its reach and impact. With 275 students in the database, the group stays connected through quarterly meetings, monthly newsletters, Facebook and ad hoc advocacy and behaviour change campaigns. 2012 saw the establishment of a sustainability PR & Marketing group, a Plastic Free Campus mission, sustainability-themed movie nights, a Fair Trade bake sale, Australia’s first ever Project Green Challenge, a staff & student stationery reuse drive, a re-vamp of the Swap Party with change rooms, mirrors & music, and one of AYCC’s biggest Youth Decide drives.
The SSN Year Book provides an overview of the standout students and campaigns in 2012. It is available to download from:
www.mq.edu.au/ssn
Staff all over campus took the stairs rather than elevators during the Department Sustainability Challenge
Students pledging to go plastic water free in 2012
Key issues
Undoubtedly we have several issues that we deal with on an ongoing basis as a Sustainability team and as a University more broadly, all of which impacts upon our journey towards sustainability. Currently, there is again a time of change for Macquarie, with restructuring occurring right across the campus through the Delivering Excellence program. It is difficult to evoke the interest and involvement of people when so many roles are being shifted and changed, as personal security will always be prioritised over broader interests and concerns. Coupled with this change was the resignation of the Vice-Chancellor, Professor Steven Schwartz, and subsequent appointment of a new Vice-Chancellor, Professor S. Bruce Dowton. The anticipation of what the new VC will bring with him is always high, particularly considering that each new leader usually likes to do things their way, again re-emphasising the impact that change can have on people’s focus.
Widespread funding constraints have impacted upon our goals and objectives in a cascading way. As Faculties and Offices prepare to cut spending, it is usually jobs that are cut back – either existing or required – placing more pressure onto those already dealing with crowded workloads. As workloads become overloaded, sustainability is seen as a ‘luxury’ item to attend to, rather than a necessity. Nonetheless, in spite of all of these issues, and perhaps because of these issues, it remains clear that we, as a university community, have more to do to reach a more balanced, sustainable society.
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The focus for 2013 is on:
• Learning and Teaching: Commencement of phase two of the project, focusing on the broader undergraduate curriculum in one of the Faculties.
• Strategy and senior ownership: We will work with the University strategy review team and senior executives to build sustainability into the governance of the University.
• Staff and student processes: We will build sustainability more thoroughly into recruitment and professional development opportunities.
• Procurement: Understanding our suppliers, our spend and what opportunities present to improve efficiency in practices and purchases.
Whilst our focus will be on the areas listed above, work will continue on the many other aspects of the sustainability program including transport, waste and staff and student engagement.
Focus and Key Action Points for 2013
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Our key action points include:
• The implementation of the Eco-footprint tool including developing a baseline, target and strategy for the Campus’ eco-footprint• Development of benchmarks and targets for Indoor Environmental Quality• Ongoing Energy Efficiency Management (stage 2 Energy and Efficiency Optimisation Plan)• Stage 2 Mars Creek (reaches 3-4 - approaching the lake)• Improving Environmental Management, Compliance Reporting and Documenting Procedures• Further expand and support the Student Sustainability Network and Sustainability Representative Network• Develop an online interactive schools program which includes various sustainability focussed activities• Expanding the Macquarie University Arboretum walks, and conducting tours for local community members• Further expanding our relationships and partnerships with the community• Improving the BikeHub facilities whilst encouraging more staff and students to cycle to campus• Work with campus accommodation to improve energy efficiency for students in university housing• Develop opportunities for the campus to be a living laboratory• Engage and educate our community through multiple platforms such as digital signage, events, Arboretum walks and the
School Outreach Program
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GRI content index
DOCUMENT PAGE NUMBERVision 7
Strategy Sustainability Strategy: www.mq.edu.au/pubstatic/public/download/?id=41617
Profile 8
Governance 13
Structure 11
Reporting Framework 14
Challenges and Opportunities 16
Performance Indicators People 18 - 23; Planet 24 - 31 Participation 32 - 39.
GRI Sector Supplement Public Agencies 1.0
Whilst this report has been primarily developed by Macquarie Sustainability, it has been with the assistance of Property, Office of Financial Services, Macquarie Analytics and Campus Experience. There will only be a limited number of printed publications made available each year as the focus will be on delivering a user friendly online report.
Any enquiries regarding the contents of this report should be directed to [email protected]. This publication had limited prints and those that were, have been printed on 100% recycled paper.
Balaclava Road, north Ryde, Sydney, Australiatelephone (02) 9850 7111, Facsimile (02) 9850 7433
Macquarie University CRICOS Provider number 00002J
www.mq.edu.au
